Exploring the relationship between dyscalculia and working memory in Egyptian children

Abstract Background Dyscalculia, a specific learning disorder per the Diagnostic and Statistical Manual Fifth Edition (DSM-5), involves difficulties in math domains. Research on working memory’s link to dyscalculia is crucial for effective interventions in children with the disorder. This study aims to examine the cognitive characteristics of Egyptian children with developmental dyscalculia by evaluating their performance in verbal and visuospatial working memory. A cross-sectional study was conducted at the Unit of Phoniatrics, Ain Shams University. The study included 60 children, aged 8–11 years, split into two groups: 30 diagnosed with dyscalculia (with or without dyslexia), and 30 with typical development, matched for age and sex, and without any communication, language, speech, or learning disabilities. Both tests—the Test of Mathematical Abilities (TOMA-3) and the working memory test—were administered to both groups. Results and conclusion Cases group show notably lower scores on tests measuring dyscalculia and working memory when compared to the control group. The highest percentage of impairment observed is in visual memory. However, there is no clinically significant difference between phonological (auditory) memory and visual memory. The correlation analysis indicated that the visuospatial sketchpad correlates with mathematical symbols and computations, while the phonological (auditory memory) shows a significant positive correlation with word problems.